An Interdisciplinary Approach to the Design Studio: Poetry as a Complementary Feature to the Creative Process

Communication is becoming more and more (audio)visual, social and mobile. This is true not only of the entertainment industry but also of commercial advertising and institutional public communication. Consequently, the audiovisual translation industry is flourishing. Although a growing array of products outside the field of entertainment are being localised and/or made accessible, they have received scant attention so far, whether in academic or professional circles. This is notably the case of the institutional video subgenre. This practice report will first address the importance of using increasingly multilingual and multimodal audiovisual products in EU external communication – a tool for reaching out to more citizens on social media and boosting their active participation at a time when populism and Euroscepticism are on the rise. The focus will then shift to the audiovisual communication of the Council of the EU. Through a case study which aims to investigate the internal localisation in all EU official languages of the “#Europeans” series of videos – produced for the 2019 EU elections – the rest of the paper will then outline the main features of the institutional audiovisual translation subgenre. It will also identify some opportunities for improvement: a more integrated and interdisciplinary approach which – together with reinforced collaboration with academia – could lead to a real multilingual creative process right from the initial steps of the audiovisual production process.

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Conscious approach to urban and extra-urban space restructuring as seen in the designs of Architecture students

MATEC Web of Conferences ◽

10.1051/matecconf/201817404016 ◽

2018 ◽

Vol 174 ◽

pp. 04016

Author(s):

Joanna Gil-Mastalerczyk

Keyword(s):

Natural Resources ◽

Urban Space ◽

Creative Process ◽

Urban Areas ◽

Interdisciplinary Approach ◽

Urban Spaces ◽

Architectural Education ◽

Natural Landscape ◽

Urban Forms ◽

Future Work

In education of architects and urban planners, it is important to rely on interdisciplinary approach to many factors involved in the process. Especially in the built environment context, the awareness of the interaction of different components is of key importance. In their future work, architecture students need to have responsible and socially-oriented standpoint. It will be demonstrated in the creation of architectural objects in the natural landscape surroundings, and in the attitude to different type of architectural and urban spaces. Safety, the use of natural resources, the relations between architecture and the surrounds, the evaluation of the environmental components and their impact on the creative process are extremely important. The paper discusses examples of space solutions in the urban areas and those located outside cities. Those solutions involve daring architectural and urban forms that make use of the natural environment assets, and also quality architectural work and design. The presence of such objects is a response to the demand from the society, consequently it seems reasonable to explore the issues related to architectural education.

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Content and Language Integrated Learning (CLIL) for gifted children: Music and English

Challenges of Science ◽

10.31643/2020.022 ◽

2020 ◽

pp. 154-158

Author(s):

I. P. Selezneva ◽

V. V. Vlasova

Keyword(s):

Creative Process ◽

Interdisciplinary Approach ◽

Gifted Children ◽

Integrated Learning ◽

Ring Model

In the article is considered the formation of an educational milieu for teaching gifted children by introducing elements of Content and Language Integrated Learning into the educational milieu on the example of an integrated lesson in Music and English. The article analyzes the "Three-ring model of giftedness" by J. Renzulli and its modification carried out by J. F. Feldhusen and K. Heller; the "theory of investment" in the creative process by R. Sternberg. As a part of the research, a Music and English lesson for students of the 2nd grade on the topic "New year" was developed using elements of the method of Content and Language Integrated Learning (CLIL), including musical and rhythmic exercises, chanting, dance, game activities. The authors of the article conclude that an interdisciplinary approach to building a creative educational milieu for teaching gifted children is effective, which contributes to expanding the range of the students’ individual opportunities.

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Lived Experience as a Basis for Design: A Design Studio Kindergarten Project

Dimensions ◽

10.14361/dak-2021-0206 ◽

2021 ◽

Vol 2 (1) ◽

pp. 61-76

Author(s):

Katja Vaghi ◽

Tijana Vojnović Ćalić ◽

Anja Ohliger

Keyword(s):

Applied Sciences ◽

Lived Experience ◽

Design Process ◽

Architectural Design ◽

Interdisciplinary Approach ◽

Design Studio ◽

Conceptual Basis ◽

Creative Processes ◽

University Of Applied Sciences

Abstract This research is motivated by our belief that artistic practices have a great potential for exchange and so can promote innovations in the creative processes. In particular, we are interested in how the corporeal lived experience can be integrated into the design process and used as a conceptual basis for an architectural design. Within this article, we propose an interdisciplinary approach to architectural design that includes somatic exercises taken from dance, and associated with a phenomenological recollection of the experiences in space. At the same time, in teaching, we recognize the challenge of bringing the design process closer to the secondsemester architecture students of the Coburg University of Applied Sciences and Arts. The research was carried out as part of a studio project which focused on the design of a kindergarten. We found that the corporeal approach to design helped the students to immerse themselves in the role of the different users, and so relate to the design in an intimate way. Consequently, the designs were surprisingly imaginative and showed a considerable variation in typology.

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HEURISTIC POTENTIAL OF THE DIALOGUE (ON THE MATERIAL OF THE CULTURAL CREATION PROJECT U. EСO AND J.-C. CARRIÈRE "DO NOT HOPE TO GET RID OF BOOKS!")

UKRAINIAN CULTURAL STUDIES ◽

10.17721/ucs.2017.1.15 ◽

2017 ◽

pp. 69-74

Author(s):

E. I. Onishchenko

Keyword(s):

Creative Process ◽

Emotional State ◽

Practical Importance ◽

Interdisciplinary Approach ◽

Theoretical Research ◽

Aesthetic Theory ◽

Cultural Issues ◽

Cultural Phenomenon ◽

Art And Architecture ◽

Determining Factor

The article analyzes the culture-creative project by J.-C. Carrière and U. Eco "Do not hope to get rid of books!" The aim is to study the heuristic potential of the dialogue and to reveal the specifics of the creative process based on it. The methodology of the study includes the use of an interdisciplinary approach that relies on the achievements of cultural studies, aesthetic theory by both Ukrainain and foreign authors. Theoretical and practical parity personified by U. Eko and J.-C. Carrière leads to organic and almost imperceptible, the transition of the interlocutors from one topic to another, prompting the reader to reflect on certain "cultural issues", which, at times, are more than paradoxical. The scientific novelty lays in the disclosure of the specifics of a book as a cultural phenomenon, accentuating significantly. The potential of dialogue for understanding the dynamics and specifics of the creative process, the emotional state of the artist, the stimulilation of his creativity, the phenomenon of fantasy. The theoretical possibilities discovered in the process of analysis of this phenomenon stimulated exploration of the specificity of the transition from the language of the figurative types of art and architecture to the language of literature, mainly "fitting" the extrasis in the field of semiotic issues. This, in turn, led to the speculation regarding the reproduction of one type of art by means of another, thus revealing new aspects in the study of synthesis and sinews. Observations that are expressed in the pages of the "Do not Expect toGet Rid of Books!" dialogs not only expand, but also, to a large extent, change the angle of the analysis of the extrasis. The interpretation, which formally conflicts with the authentic principle, actually plays animportant cultural role. It is on this correlation of the authentic and interpretative and emphasizes U. Eko's attention, considering it as the determining factor of the extrasis. The practical importance of the dialogue "Do not expect to get rid of books!", except for the cultural worth, has a powerfulstimulating start, and its analysis is able to activate theoretical research, expanding, and sometimes - updating the range ofmodern Ukrainian humanitaristics.

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Integrating Water Sensitive Design in the Architectural Design Studio in China: Challenges and Outcomes

Sustainability ◽

10.3390/su13094853 ◽

2021 ◽

Vol 13 (9) ◽

pp. 4853

Author(s):

Maycon Sedrez ◽

Jing Xie ◽

Ali Cheshmehzangi

Keyword(s):

Urban Areas ◽

Architectural Design ◽

Water Cycle ◽

Interdisciplinary Approach ◽

Architectural Education ◽

Design Studio ◽

Design Strategies ◽

Fully Integrated ◽

Primary Element ◽

Architectural Design Studio

Urban areas around the world are increasingly facing environmental challenges such as water scarcity, water pollution, and water-related disasters, which demands sustainable design solutions for cities. Efforts to introduce sustainable methods in architectural education are noteworthy since the early 1990s. However, Water Sensitive Design (WSD) has not been fully integrated to architectural education. WSD is an interdisciplinary approach that considers the water cycle as the primary element of design strategies, integrating the site’s ecological and social aspects to structure water management. The main objective of this study is to identify cases introducing WSD in an architecture design studio revealing its pedagogical approaches, comparing and discussing with a WSD-focused design studio. This study adapts on an exploratory and descriptive research, analyzing the literature on the topic of WSD in architectural education and documenting a graduate-level architectural design studio that proposes the development of water-oriented masterplan. The results suggest that WSD, as interdisciplinary method, can be incorporated into the design studio as the topic due to its tangible tools and strategies towards water. It also fits the proposal of a design studio to integrate knowledge from diverse disciplines. This unique study presents a comprehensive WSD introduction in an architectural design case and indicative pedagogical methods, contributing to the development of an approach for future related works.

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Identifying Impostors in Architectural Education

10.35483/acsa.fall.19.12 ◽

2019 ◽

Author(s):

Sarah Young ◽

Keyword(s):

Creative Process ◽

Peer Group ◽

Professional Life ◽

Architectural Education ◽

Design Studio ◽

Impostor Phenomenon ◽

Architecture Education ◽

New Challenges ◽

Impostor Feelings ◽

Anxiety Depression

The impostor phenomenon (IP) is a feeling of incompetence despite evidence of competence. In addition to feelings of intellectual phoniness, impostor feelings are often accompanied by anxiety, depression, and psychological distress. Impostor feelings arise most frequently when encountering new challenges and when feeling like an outsider within your peer group or discipline; as such, IP has been well-documented in college students across many disciplines. IP has yet to be studied in the context of architecture education, where unique additional challenges may exacerbate impostor feelings; challenges confronted during the design process, frequent and public critiques and reviews, the competitive and comparitive atmosphere, the overwhelming array of skills and knowledge to acquire, and demanding workloads may contribute to feelings of incompetence, even if evidence of competence exists. If architecture students suff er from IP, it is imperative that these issues be addressed as we strive to make the academy and the profession more humane and inclusive. The design studio experience is for learning how to design as both a creative process AND a healthy, sustainable practice – in academic and future professional life.

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